MS-PS1-1   Matter and its Interactions

Students who demonstrate understanding can:

MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures.  [Clarification Statement: Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of molecular-level models could include drawings, 3D ball and stick structures, or computer representations showing different molecules with different types of atoms.] [Assessment Boundary: Assessment does not include valence electrons and bonding energy, discussing the ionic nature of subunits of complex structures, or a complete description of all individual atoms in a complex molecule or extended structure is not required.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Developing and Using Models

Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems.

Disciplinary Core Ideas

PS1.A: Structure and Properties of Matter

Crosscutting Concepts

Scale, Proportion, and Quantity

Connections to other DCIs in this grade-band:

MS.ESS2.C

Articulation of DCIs across grade-bands:

5.PS1.A ; HS.PS1.A ; HS.ESS1.A

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.7Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-PS1-1)
Mathematics -
MP.2 Reason abstractly and quantitatively. (MS-PS1-1)
MP.4 Model with mathematics. (MS-PS1-1)
6.RP.A.3Use ratio and rate reasoning to solve real-world and mathematical problems. (MS-PS1-1)
8.EE.A.3Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. (MS-PS1-1)

MS-PS1-1   Matter and its Interactions

Students who demonstrate understanding can:

MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures.  [Clarification Statement: Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of molecular-level models could include drawings, 3D ball and stick structures, or computer representations showing different molecules with different types of atoms.] [Assessment Boundary: Assessment does not include valence electrons and bonding energy, discussing the ionic nature of subunits of complex structures, or a complete description of all individual atoms in a complex molecule or extended structure is not required.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Developing and Using Models

Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems.

Disciplinary Core Ideas

PS1.A: Structure and Properties of Matter

Crosscutting Concepts

Scale, Proportion, and Quantity

Connections to other DCIs in this grade-band:

MS.ESS2.C

Articulation of DCIs across grade-bands:

5.PS1.A ; HS.PS1.A ; HS.ESS1.A

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.7Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-PS1-1)
Mathematics -
MP.2 Reason abstractly and quantitatively. (MS-PS1-1)
MP.4 Model with mathematics. (MS-PS1-1)
6.RP.A.3Use ratio and rate reasoning to solve real-world and mathematical problems. (MS-PS1-1)
8.EE.A.3Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. (MS-PS1-1)

MS-PS1-1   Matter and its Interactions

Students who demonstrate understanding can:

MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures.  [Clarification Statement: Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of molecular-level models could include drawings, 3D ball and stick structures, or computer representations showing different molecules with different types of atoms.] [Assessment Boundary: Assessment does not include valence electrons and bonding energy, discussing the ionic nature of subunits of complex structures, or a complete description of all individual atoms in a complex molecule or extended structure is not required.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Developing and Using Models

Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems.

Disciplinary Core Ideas

PS1.A: Structure and Properties of Matter

Crosscutting Concepts

Scale, Proportion, and Quantity

Connections to other DCIs in this grade-band:

MS.ESS2.C

Articulation of DCIs across grade-bands:

5.PS1.A ; HS.PS1.A ; HS.ESS1.A

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.7Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-PS1-1)
Mathematics -
MP.2 Reason abstractly and quantitatively. (MS-PS1-1)
MP.4 Model with mathematics. (MS-PS1-1)
6.RP.A.3Use ratio and rate reasoning to solve real-world and mathematical problems. (MS-PS1-1)
8.EE.A.3Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. (MS-PS1-1)

* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.

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Related Evidence Statements
MS-PS1-1-1 Evidence Statements
Related Quality Units
Middle School: OpenSciEd Unit 7.3: How Do Things Inside Our Bodies Work Together to Make Us Feel the Way We Do?
Middle School: OpenSciEd Unit 7.1: How Can We Make Something New That Was Not There Before?
Related Example Bundles
Middle School Phenomenon Model Course 1: Bundle 2
Middle School Topic Model Course 2: Bundle 1

How to Read the Standards

The standards integrate three dimensions within each standard and have intentional connections across standards. More...